Lesson 2

The Attraction is Obvious: Designing Maglev Systems

Steering Clear of Danger / Grade 4 / Medford, MA

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The EIE Curriculum

Students think like transportation engineers as they improve the safety and efficiency of a model intersection.

Reflection Questions

What strategies do you see Kathleen using to make sure all of her students understand her directions and know her expectations?

Kathleen uses visuals and modeling along with student questioning to reinforce her expectations.

  • Kathleen uses chart paper to display the definition of "transportation engineer" that she expects her students to use and understand. (0:27)
  • Kathleen reviews the roles students will have, and then has students tell her what they think each person (the motorist, the transportation engineer) will do. (2:38)
  • Kathleen demonstrates how to travel through the intersection by walking it herself and modeling how to turn appropriately. (3:24)

 

What evidence do you see that Kathleen spent time preparing for this lesson before the class started?

Kathleen has prepared visuals and prepped materials for the lesson.

  • The Guiding Question for Lesson 2 has been written on chart paper before class. (0:27)
  • The intersection is laid out in tape on the floor before the lesson begins. (3:11)
  • Kathleen has provided clipboards for the transportation engineers to use as they record movement through the intersection. (3:47)